Teacher instructional practices: untangling their complex relations with self-efficacy, job satisfaction, stress, and cooperation among mathematics teachers
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Resumo
Background Teacher instructional practices play crucial roles not only in shaping the happenings in the classrooms but also in facilitating students’ understanding and success rates in mathematics. However, previous studies on teachers’ factors that bolster or undermine instructional practices often consider the influence of these factors on instructional practices in isolation. Objective On the contrary, we took an inclusive approach in the present study to quantify and disentangle the complex relationship between self-efficacy, job satisfaction, stress, cooperation, and instructional practices with a focus on mathematics teachers. Methods We used structural equation modelling to analyze the generated data from 1,304 Norwegian secondary school mathematics teachers. Results The results showed that teacher self-efficacy contributes the most to teacher instructional practices through direct and mediating effects. It mediates the effects of stress and cooperation on teachers’ practices. The contribution of teacher cooperation to instructional practices supersedes teacher stress while the effect of job satisfaction is not substantial. Also, instructional practices that include frequent use of techniques of cognitive activation, clarity of instruction, and classroom management are more prevalent among female than male mathematics teachers in Norway. Conclusion By implications, these findings revealed that teacher self-efficacy and teacher cooperation are prime factors which interventions could bring about the desired improvement in classroom practices among mathematics teachers.
Dados da obra
- Tipo
- Artigo
- Periódico
- Frontiers in Education, v. 9
- Editora
- Frontiers Media
- Ano
- 2024 (2024-07-16)
- Idioma
- en
- Palavras-chave
- teacher instructional practices; teacher self-efficacy; job satisfaction; teacher stress; teacher collaboration; mathematics teachers; secondary school teachers; cognitive activation; clarity of instruction; classroom management; gender differences in teaching; mediating effect
- Temas
- Práticas Pedagógicas
- DOI
- 10.3389/feduc.2024.1367076
- ISSN
- 2504-284X
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ZAKARIYA, Yusuf Feyisara; ADEGOKE, Nurudeen A.. Teacher instructional practices: untangling their complex relations with self-efficacy, job satisfaction, stress, and cooperation among mathematics teachers. Frontiers in Education, v. 9, 2024. DOI: https://doi.org/10.3389/feduc.2024.1367076.
APA
Zakariya, Y. F., & Adegoke, N. A. (2024). Teacher instructional practices: untangling their complex relations with self-efficacy, job satisfaction, stress, and cooperation among mathematics teachers. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1367076
BibTeX
@article{zakariya2024,
author = {Zakariya, Yusuf Feyisara and Adegoke, Nurudeen A.},
title = {Teacher instructional practices: untangling their complex relations with self-efficacy, job satisfaction, stress, and cooperation among mathematics teachers},
year = {2024},
journal = {Frontiers in Education},
volume = {9},
publisher = {Frontiers Media},
doi = {10.3389/feduc.2024.1367076},
language = {en}
}RIS
TY - JOUR AU - Zakariya, Yusuf Feyisara AU - Adegoke, Nurudeen A. TI - Teacher instructional practices: untangling their complex relations with self-efficacy, job satisfaction, stress, and cooperation among mathematics teachers PY - 2024 JO - Frontiers in Education VL - 9 DO - 10.3389/feduc.2024.1367076 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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